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Prof. T.T.D. (Thea) Peetsma

Afdelingsvoorzitter Pedagogische en Onderwijswetenschappen
Faculty of Social and Behavioural Sciences
Programme group: Educational Sciences
Photographer: Jeroen Oerlemans
Visiting address
  • Nieuwe Achtergracht 127
Postal address
  • Postbus 15776
    1001 NG Amsterdam
Contact details
  • About Thea Peetsma

    Thea Peetsma is the chair of the Department of Child Development and Education at the University of Amsterdam. 

    She studied psychology (specialization: research methods in psychology) at the University of Amsterdam, where she subsequently obtained her doctorate (PhD). The subject of her doctoral dissertation was motivation, specifically the relationship between students’ time perspectives and their investment in school. Motivation and academic achievement is still of major interest in her research. Students with special educational needs is another important focus of her research. More recently, she studied motivation in innovative learning contexts and developed an intervention of students’ learning motivation. In these fields she conducted research in both elementary and secondary education, also intervention studies.

    From 1994 to 1998 she led a special research programme on educational and parenting difficulties. Between 1998 and 2009, she was a research coordinator of the Division for Fundamental Research of the SCO-Kohnstamm Institute of the University of Amsterdam.

    Since 1987, she is an active member of the European Association for Research on Learning and Instruction (EARLI). Within EARLI, she is active in the Special Interest Group (SIG) ‘Motivation and Emotion’, which she coordinated from 1995-1997, and she is also member of the SIG ‘Special Educational Needs’. In addition, she  was member of the EARLI Executive Committee from 2001 to 2005.

    Besides activities in research, management and teaching, she participated in various advisory boards, organized over ten international scientific conferences such as the EARLI Conference in Amsterdam in 2009, received many grants from the Netherlands Organisation for Scientific Research (NWO) and the Ministry of Education (a PI for over 3 million euros). She published more than 200 papers and reports, and functioned in different editorial boards, e.g., as editorial board member of Educational Research Review and as associate editor of Learning and Instruction.

  • Publications

    2019

    • Andre, L., Peetsma, T. T. D., van Vianen, A. E. M., Jansen in de Wal, J., Petrovic, S. D., & Bunjevac, T. (2019). Motivated by future and challenges: A cross-cultural study on adolescents' investment in learning and career planning. Journal of Vocational Behavior, 110, 168-185. https://doi.org/10.1016/j.jvb.2018.11.015
    • Sachisthal, M. S. M., Jansen, B. R. J., Peetsma, T. T. D., Dalege, J., van der Maas, H. L. J., & Raijmakers, M. E. J. (2019). Introducing a Science Interest Network Model to Reveal Country Differences. Journal of Educational Psychology, 111(6), 1063-1080. https://doi.org/10.1037/edu0000327
    • Schuitema, J., Palha, S., van Boxtel, C., & Peetsma, T. (2019). Effects of task structure and group composition on elaboration and metacognitive activities of high-ability students during collaborative learning. Pedagogische Studiën, 96(2), 136-151.

    2018

    2017

    • Andre, L., van Vianen, A. E. M., & Peetsma, T. T. D. (2017). Adolescents’ and Parents’ Regulatory Focus as Determinants of Future Time Perspective on School and Professional Career. Learning and Individual Differences, 59, 34-42. https://doi.org/10.1016/j.lindif.2017.08.010 [details]
    • Hornstra, L., Majoor, M., & Peetsma, T. (2017). Achievement goal profiles and developments in effort and achievement in upper elementary school. British Journal of Educational Psychology, 87(4), 606-629. https://doi.org/10.1111/bjep.12167 [details]
    • Hornstra, L., van der Veen, I., & Peetsma, T. (2017). Effects of full-time and part-time high-ability programs on developments in students’ achievement emotions. High Ability Studies, 28(2), 199-224. https://doi.org/10.1080/13598139.2017.1332575 [details]
    • Peetsma, T., Van der Veen, I., & Schuitema, J. (2017). Use of TIME: Time perspective intervention of motivation enhancement. In A. Kostić, & D. Chadee (Eds.), Time perspective: Theory and practice (pp. 217-237). London: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-60191-9_10 [details]

    2016

    • Hornstra, L., van der Veen, I., & Peetsma, T. (2016). Domain-specificity of motivation: A longitudinal study in upper primary school. Learning and Individual Differences, 51, 167-178. https://doi.org/10.1016/j.lindif.2016.08.012 [details]
    • Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & van der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36(7), 1303-1322. https://doi.org/10.1080/01443410.2015.1035698 [details]
    • Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45. https://doi.org/10.1016/j.lindif.2016.05.006 [details]

    2015

    2014

    • Schuitema, J., Peetsma, T., & van der Veen, I. (2014). Enhancing student motivation: a longitudinal intervention study based on future time perspective theory. The Journal of Educational Research, 107(6), 467-481. https://doi.org/10.1080/00220671.2013.836467 [details]
    • Sleegers, P. J. C., Thoonen, E. E. J., Oort, F. J., & Peetsma, T. T. D. (2014). Changing classroom practices: the role of school-wide capacity for sustainable improvement. Journal of Educational Administration, 52(5), 617-652. https://doi.org/10.1108/JEA-11-2013-0126 [details]

    2013

    • Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences, 23, 195-204. https://doi.org/10.1016/j.lindif.2012.09.004 [details]
    • Peetsma, T., & van der Veen, I. (2013). Avoidance-oriented students' development in motivation for maths, self-regulated learning behaviour and achievement: a person-centred study in the lowest level of secondary education. Educational Psychology, 33(7), 828-848. https://doi.org/10.1080/01443410.2013.802885 [details]

    2012

    • Peetsma, T., Schuitema, J., & van der Veen, I. (2012). A longitudinal study on time perspectives: relations with academic delay of gratification and learning environment. Japanese Psychological Research, 54(3), 241-252. https://doi.org/10.1111/j.1468-5884.2012.00526.x [details]
    • Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students' perceptions of innovative and traditional learning environments: a longitudinal study in secondary education. Educational Studies, 38(4), 397-413. https://doi.org/10.1080/03055698.2011.643105 [details]
    • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: the role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23(4), 441-460. https://doi.org/10.1080/09243453.2012.678867 [details]

    2011

    • Peetsma, T., & van der Veen, I. (2011). Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement. Learning and Instruction, 21(3), 481-494. https://doi.org/10.1016/j.learninstruc.2010.08.001 [details]
    • Sleegers, P. J. C., Thoonen, E. E. J., Geijsel, F. P., Oort, F. J., & Peetsma, T. T. D. (2011). Changing teaching practices: What matters? In T. Baráth, & M. Szabó (Eds.), Does leadership matter? Implications for leadership development and the school as a learning organisation (pp. 33-56). Budapest-Szeged: HUNSEM, University of Szeged. [details]
    • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: the role of teacher motivation, organizational factors and leadership practices. Educational Administration Quarterly, 47(3), 496-536. https://doi.org/10.1177/0013161X11400185 [details]
    • Thoonen, E. E. J., Sleegers, P. J. C., Peetsma, T. T. D., & Oort, F. J. (2011). Can teachers motivate students to learn? Educational Studies, 37(3), 345-360. https://doi.org/10.1080/03055698.2010.507008 [details]
    • van der Veen, I., & Peetsma, T. (2011). Motivated for leisure in the future: a person-centred longitudinal study in the lowest level of secondary education. Learning and Individual Differences, 21(2), 233-238. https://doi.org/10.1016/j.lindif.2010.12.004 [details]

    2010

    2009

    • Peetsma, T., & van der Veen, I. (2009). Influencing students’ motivation for school: the case for first-year students in the Netherlands in the lowest level of secondary school. In M. Wosnitza, S. A. Karabenick, A. Efkllides, & P. Nenniger (Eds.), Contemporary motivation research: from global to local perspectives (pp. 299-320). Cambridge, MA [etc.]: Hogrefe & Huber. [details]
    • Ruijs, N. M., & Peetsma, T. T. D. (2009). The effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67-79. https://doi.org/10.1016/j.edurev.2009.02.002 [details]
    • van der Veen, I., & Peetsma, T. (2009). Motivatie en leren. In R. Klarus, & PR-J. Simons (Eds.), Bijdragen uit de psychologie (pp. 67-85). (Wat is goed onderwijs?; No. 2). Den Haag: Lemma. [details]
    • van der Veen, I., & Peetsma, T. (2009). The development in self-regulated learning behavior of first-year students in the lowest level of secondary school in the Netherlands. Learning and Individual Differences, 19(1), 34-46. https://doi.org/10.1016/j.lindif.2008.03.001 [details]

    2008

    • Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., & Peetsma, T. T. D. (2008). Relations among child negative emotionality, parenting stress, and maternal sensitive responsiveness in early childhood. Parenting: Science and Practice, 8(1), 1-16. https://doi.org/10.1080/15295190701830656 [details]
    • Paulussen-Hoogeboom, M. C., Stams, G. J. J. M., Hermanns, J. M. A., Peetsma, T. T. D., & van den Wittenboer, G. L. H. (2008). Parenting style as a mediator between children’s negative emotionality and problematic behavior in early childhood. Journal of Genetic Psychology, 169(3), 209-226. https://doi.org/10.3200/GNTP.169.3.09-226 [details]

    2015

    • Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Prague: Charles University. [details]

    2014

    • van der Veen, I., Hornstra, T. E., Roorda, D., & Peetsma, T. T. D. (2014). Differences in motivation and the effects of autonomy support on motivation and achievement of students from non-western ethnic minorities and ethnic majority students. Amsterdam: Kohnstamm Institute.
    • van der Veen, I., Weijers, D., Dikkers, L., Hornstra, L., & Peetsma, T. (2014). Een praktijkreviewstudie naar het motiveren van leerlingen met verschillende prestatieniveaus en sociale en etnische achtergrond. (Kohnstamm Instituut rapport; No. 924). Amsterdam: Kohnstamm Instituut. [details]

    2010

    • Breetvelt, I. S., Limburg, H., van Genderen, M., Boonstra, F. N., & Peetsma, T. T. D. (2010). Oorzaken toename geïndiceerde leerlingen cluster 1: onderzochte hypothesen. (Rapport / Kohnstamm Instituut; No. 841). Amsterdam: Kohnstamm Instituut. [details]

    2009

    • Peetsma, T. T. D., van Daalen, M. M., & Elshof, D. P. (2009). Keuzevrijheid in ambulante begeleiding; een inventarisatie van de perspectieven van ouders, scholen en REC’s. (SCO-rapport; No. 829). Amsterdam: SCO-Kohnstamm Instituut. [details]
    • Roeleveld, J., Ledoux, G., Oud, W., & Peetsma, T. (2009). Volgen van zorgleerlingen binnen het speciaal onderwijs en het speciaal basisonderwijs. (SCO-rapport; No. 827). Amsterdam: SCO-Kohnstamm Instituut. [details]

    2008

    • Peetsma, T. T. D., & van der Veen, H. (2008). Testing the effectiveness of a short term intervention designed to enhance the motivation for school of Dutch students at the start of the lowest level of secondary school. Amsterdam: SCO-Kohnstamm Instituut.
    • Peetsma, T., & van der Veen, I. (2008). Een tweede onderzoek naar de beïnvloeding van motivatie bij vmbo-leerlingen. (SCO-rapport; No. 804). Amsterdam: SCO-Kohnstamm Instituut. [details]

    2017

    • Buijs, E., Hornstra, L., & Peetsma, T. (2017). Beste plek voor excellente leerlingen? Didactief, 47(4), 36-37. [details]
    • Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2017). Van ‘moetivatie’ naar motivatie: Negen praktijkprincipes die leerlingen motiveren. Van Twaalf tot Achttien, 27(3), 30-32. [details]

    2016

    • Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2016). Het motiveren van leerlingen met verschillende achtergrondkenmerken en prestatieniveaus: Een docententraining in autonomie-ondersteuning en structuurdifferentiatie. Utrecht: Universiteit Utrecht. [details]
    • Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2016). Motiverend lesgeven: Handleiding voor docenten. Universiteit Utrecht. [details]

    2015

    • Hornstra, L., van der Veen, I., & Peetsma, T. (2015). Intrinsiek motiveren: van een prestatiegerichte aanpak naar een leergerichte aanpak. Bij de Les, 11(2), 30-31. [details]

    2014

    • Hornstra, L., van der Veen, I., & Peetsma, T. (2014). Motivatie en het motiveren van leerlingen. In I. van der Veen, D. Weijers, L. Dikkers, L. Hornstra, & T. Peetsma (Eds.), Een praktijkreviewstudie naar het motiveren van leerlingen met verschillende prestatieniveaus en sociale en etnische achtergrond (pp. 13-19). Amsterdam: Kohnstamm Instituut. [details]
    • Peetsma, T. (2014). Praten helpt! Profiel, 23(8), 26-27. [details]
    • van der Veen, I., Dikkers, L., Weijers, D., Hornstra, L., & Peetsma, T. (2014). Willen zij wel leren? Didaktief, 44(10), 32-33. [details]
    • van der Veen, I., Hornstra, L., Roorda, D., & Peetsma, T. (2014). Motivatie herkennen. Didaktief, 44(7), 45. [details]

    2013

    • van der Veen, I., Peetsma, T., Triesscheijn, B., & Karssen, A. M. (2013). Een poging tot verbetering van motivatie en studieloopbaan in het mbo. Amsterdam: Kohnstamm Instituut. [details]

    2011

    • Sligte, H., Bulterman-Bos, J., Volman, M., Derriks, M., Heurter, A., & Peetsma, T. (2011). Cultuurgebaseerd onderwijs biedt ruimte aan talent. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 61-69). (Durven, delen, doen). Utrecht: VO-raad. [details]
    • Sligte, H., Goei, S. L., Roerdink, D., Kleijnen, R., Volman, M., Heurter, A., & Peetsma, T. (2011). Leerlingen met speciale leerbehoeften op weg naar een diploma. In G. Ledoux, & M. Volman (Eds.), Op zoek naar talent. Talentontwikkeling op Expeditiescholen (pp. 35-42). (Durven, delen, doen). Utrecht: VO-raad. [details]
    • Sligte, H., Volman, M., Goei, S. L., Kleijnen, R., Roerdink, D., Heurter, A., & Peetsma, T. (2011). SG St. Ursula: Docenten als gebruikers van onderzoeksgegevens en onderzoeksliteratuur. In D. Lockhorst, I. van den Berg, & M. Boogaard (Eds.), 'En, heb je vandaag nog een goede vraag gesteld?' Wat onderzoek kan doen voor de professionalisering van docenten (pp. 49-55). (Durven, delen, doen). Utrecht: VO-raad. [details]

    2009

    • Ruijs, N. M., Peetsma, T., & van der Veen, I. (2009). Met klasgenootjes van zorgkind gaat het goed. Didaktief, 39(7), 26-27. [details]

    2008

    • Breetvelt, I. S., & Peetsma, T. T. D. (2008). Dossieronderzoek op instellingen voor blinde en slechtziende leerlingen: toetsing van indicatiestelling aan de toelatingscriteria: onderzoeksrapport voor VIVIS-Onderwijs. Amsterdam: SCO-Kohnstamm Instituut. [details]
    • Hofer, M., & Peetsma, T. T. D. (2008). Adolescents’ multiple goals and academic learning. Amsterdam: SCO-Kohnstamm Instituut.
    • Peetsma, T., & Hofer, M. (2008). Influences and interventions on students’ motivation and learning behaviour. Amsterdam: SCO-Kohnstamm Instituut. [details]

    2008

    • Peetsma, T., & Blok, H. (2008). Ouders zorgleerlingen positief over de relatie met school. Didaktief, 38(5), 33-35. [details]

    2018

    • Peetsma, T. T. D., van der Veen, H., & Schuitema, J. A. (2018). TIME: Time perspective Intervention of Motivation Enhancement. Paper presented at ICM 2018, Earli/SIG 8 – 16th International Conference on Motivation, Aarhus, Denmark.
    • Sachisthal, M. S. M., Jansen, B. R. J., Peetsma, T. T. D., Dalege, J., van der Maas, H. L. J., & Raijmakers, M. E. J. (2018). The network approach in motivation research - psychological, social and similarity-based networks.. Paper presented at TIME: Time perspective Intervention of Motivation Enhancement. , Aarhus, Denmark.

    2017

    • Andre, L., Peetsma, T. T. D., van Vianen, A., & Jansen in de Wal, J. (2017). Motivational relevance of future time perspective and regulatory focus relationships to adolescents’ education and career across countries. Paper presented at Theoretical and Empirical Issues of Future Time Perspective: Research Paths, Lima, Peru.
    • Andre, L., Peetsma, T. T. D., van Vianen, A., & Oort, F. J. (2017). Future time perspective in education, work, and health domain: Conceptualizations and relationships with attitudes and behaviors. Paper presented at Theoretical and Empirical Issues of Future Time Perspective: Research Paths, Lima, Peru.
    • Andre, L., van Vianen, A., & Peetsma, T. T. D. (2017). Interventions based on future time perspective and interventions aimed to influence future time perspective.. Paper presented at Theoretical and Empirical Issues of Future Time Perspective: Research Paths, Lima, Peru.
    • Hornstra, T. E., Weijers, D., van der Veen, H., & Peetsma, T. T. D. (2017). Supporting students’ need for autonomy and structure: An intervention study in secondary school. Paper presented at EARLI, Tampere, Finland.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2017). Time perspective development related to importance attached to school by parents and friends.. Paper presented at EARLI SIG Learning and Development in Early Childhood, Porto, Portugal.
    • Weijers, D., Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2017). Motivating primary school students with diverse backgrounds: Effects of a teacher training.. Paper presented at 17th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2017, Tampere, Finland.

    2016

    • Abrantes Garcêz Palha, S., van Boxtel, C. A. M., Schuitema, J. A., & Peetsma, T. T. D. (2016). Understanding collaborative knowledge construction in mixed ability groups: a case study. Paper presented at EARLI SIG 20 & SIG 26 Inquiry and Argumentation 2016, Ghent, Belgium.
    • Andre, L., van Vianen, A. E. M., & Peetsma, T. T. D. (2016). Future time perspective as a motivator: meta-analyses in the domains of education, work and health. Paper presented at the 15th International Conference on Motivation (ICM), August 24-27, 2016, Thessaloniki, Greece..
    • Hornstra, T. E., Majoor, M., & Peetsma, T. T. D. (2016). A multiple goal perspective: Antecedents and consequences of achievement goal profiles. Paper presented at International Conference on Motivation 2016, Thessalonki, Greece.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2016). Full-time and part-time education for high ability students: Effects on developments in students task motivation, self-efficacy and effort. Paper presented at 15th International European Council for High Ability Conference (ECHA) 2016, Vienna, Austria.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2016). Relations between developments in students' academic self-efficacy and in future time perspectives on school and professional career. Paper presented at International Conference on Motivation 2016, Thessalonki, Greece.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2016). Relations between developments in students' time perspectives on school and professional career and in academic self-efficacy. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
    • Schuitema, J. A., Abrantes Garcêz Palha, S., Peetsma, T. T. D., & van Boxtel, C. A. M. (2016). Uitdagende groepsopdrachten voor leerlingen met hoge cognitieve vermogens.. Paper presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.
    • Schuitema, J. A., Peetsma, T. T. D., & van der Veen, H. (2016). Relations between developments in students' time perspectives on school and professional career and the importance attached to school by their parents. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
    • Weijers, D., Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2016). Motivating students with different background characteristics: A teacher training in autonomy-support and structure. Poster session presented at International Conference on Motivation (ICM) 2016, Thessaloniki, Greece.
    • van Boxtel, C. A. M., Schuitema, J. A., Abrantes Garcêz Palha, S., & Peetsma, T. T. D. (2016). High-ability students' reasoning in an enrichment program in history: a case study. Paper presented at EARLI-SIG symposium Inquiry and Argumentation: Education for thinking, Gent, Belgium.
    • van Vianen, A. E. M., Peetsma, T. T. D., & Oort, F. J. (2016). Future Time Perspective as a motivator: Meta-analyses in the Domains of Education, Work and Health. Paper presented at 3rd International Conference on Time Perspective 2016, Copenhagen, Denmark.
    • van der Veen, H., & Peetsma, T. T. D. (2016). Developments in time perspectives on school and professional career of students in intermediate vocational education. Paper presented at 31st International Congress of Psychology (ICP), Yokohama, Japan.
    • van der Veen, H., & Peetsma, T. T. D. (2016). Developments in time perspectives on school and professional career of students in intermediate vocational education. Paper presented at International Conference on Motivation (ICM) 2016, Thessaloniki, Greece.

    2015

    • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2015). Reasoning within Integral Calculus at secondary school. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2015). Reasoning within Integral Calculus at secondary school. Paper presented at 5th International Realistic Mathematics Education Conference, Boulder, United States.
    • Hornstra, T. E., Poorthuis, A., van der Veen, H., & Peetsma, T. T. D. (2015). Groepsnormen en de houding ten opzichte van hoge cijfers: Effecten op veranderingen in prestatievermijding, inzet en onderpresteren bij normaal begaafde en meerbegaafde leerlingen. Paper presented at Onderwijs Research Dagen (ORD) 2016, Rotterdam, Netherlands.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2015). Autonomie-ondersteuning en emotioneel welbevinden van begaafde leerlingen in regulier onderwijs en deeltijd- en voltijdvoorzieningen. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2015). Motivation in mathematics and language: Degree and stability of domain-specificity. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2015). Ontwikkeling motivatie van begaafde leerlingen in regulier onderwijs en speciale deeltijd- en voltijdvoorzieningen.. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2015). The role of group norms and affective reactions to grades of regular and high ability students. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2015). Development of early adolescents’ future time perspectives, self-regulated learning, and achievement.. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, I. (2015). Developments of young and older adolescents’ time perspectives after the transition to secondary education and their investment in learning. Paper presented at 17th European Conference of the European Association on Developmental Psychology (EADP) 2016, Braga, Portugal.
    • Schuitema, J. A., Abrantes Garcêz Palha, S., Peetsma, T. T. D., & van der Veen, H. (2015). Effecten van taakstructuur en groepssamenstelling op (meta)cognitieve activiteiten van leerlingen met hoge cognitieve vermogens tijdens samenwerkend leren. Paper presented at Onderwijs Research Dagen (ORD) 2015, Leiden, Netherlands.
    • Schuitema, J. A., Abrantes Garcêz Palha, S., Peetsma, T. T. D., & van der Veen, H. (2015). Effects of task context on (meta)cognitive activities of high cognitive ability students. Paper presented at 16th Biennial conference of the European Association for Research on Learning and Instruction (EARLI) 2015, Limassol, Cyprus.

    2014

    • Abrantes Garcêz Palha, S., Schuitema, J. A., Peetsma, T. T. D., & van Boxtel, C. A. M. (2014). Bevordering van excellentie: effecten van een geïntegreerd verrijkingsprogramma voor wiskunde en geschiedenis.. Paper presented at Onderwijs Research Dagen (ORD), Groningen, Groningen, Netherlands.
    • Andre, L., Peetsma, T. T. D., & van Vianen, A. (2014). Meta-analysis on future time perspective across life domains.. Poster session presented at 2nd International Conference on Time Perspective (ICTP) 2014, Warsaw, Poland.
    • Hornstra, T. E., Peetsma, T. T. D., & van der Veen, H. (2014). Development of domain-specific aspects of motivation in primary school. Paper presented at EARLI Special Interest Group 16. Istanbul, Turkey, .
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2014). Developments in motivation and achievement of high ability students: A person-centred approach.. Poster session presented at 14th International Conference on Motivation (ICM) 2014, Helsinki, Finland.
    • Peetsma, T. T. D., & van der Veen, H. (2014). Enhancing student participation in secondary vocational education: Testing the effectiveness of an intervention designed to enhance the motivation for school.. Paper presented at 14th International Conference on Motivation (ICM) 2014, Helsinki, Finland.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2014). Development of early adolescents’ time perspective and self-regulation of learning.. Paper presented at ICTP Conference, Warsaw, .
    • Schuitema, J. A., Abrantes Garcêz Palha, S., Peetsma, T. T. D., & van Boxtel, C. A. M. (2014). Differential effects of the learning environment on the motivation of students with different cognitive abilities. Paper presented at 14th International Conference on Motivation (ICM) 2014, Helsinki, Finland.

    2013

    • Abrantes Garcêz Palha, S., Schuitema, J. A., van Boxtel, C. A. M., & Peetsma, T. T. D. (2013). Providing structure in mathematical tasks and keeping challenge: but how?. Paper presented at 4th International Realistic Mathematics Education Conference, Boulder, United States.
    • Hornstra, T. E., van der Veen, H., & Peetsma, T. T. D. (2013). Student and teacher conceptions of autonomy-supportive teaching practices: Relations with developments in motivation and achievement. Paper presented at 15th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI), 2013, Munich, Germany.
    • Hornstra, T. E., van der Veen, H., Peetsma, T. T. D., & Volman, M. L. L. (2013). De relatie tussen door leerkrachten en leerlingen ervaren mate van autonomieondersteuning en ontwikkelingen in motivatie en prestaties.. Paper presented at Onderwijs Research Dagen (ORD), Brussel, 2013, brussel, Belgium.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2013). Competing developments of time perspectives on school and professional career and leisure?. Paper presented at 15th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI), 2013, Munich, Germany.
    • Peetsma, T. T. D., Schuitema, J. A., & van der Veen, H. (2013). Longitudinaal onderzoek naar de wederkerige effecten tussen doeloriëntaties, inzet en leerprestaties bij wiskunde.. Paper presented at Onderwijs Research Dagen (ORD), Brussel, 2013, brussel, Belgium.
    • Schuitema, J. A., Peetsma, T. T. D., & van der Veen, H. (2013). Longitudinal relations between the learning environment and self-regulated learning.. Paper presented at 15th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI), 2013, Munich, Germany.
    • van Boxtel, C. A. M., Abrantes Garcêz Palha, S., Schuitema, J. A., & Peetsma, T. T. D. (2013). Enhancing the development of motivation, self-regulation and achievements for potentially excellent students through an integrated enriched learning arrangement in mathematics and history education.. Paper presented at International Conference for Potential development and gifted education, Nijmegen, Netherlands.

    2012

    • Hornstra, T. E., van der Veen, H., Peetsma, T. T. D., Peetsma, T. T. D., & Volman, M. L. L. (2012). Classroom composition and development of motivation and achievement in primary school.. Poster session presented at Annual Meeting of the American Educational Research Association (AERA) 2012, Vancouver, Canada.
    • Schuitema, J. A., Peetsma, T. T. D., & van der Veen, H. (2012). Percepties van de leeromgeving en zelfgereguleerd leren in verschillende leeromgevingen gedurende de eerste twee jaar van het voortgezet onderwijs.. Paper presented at Onderwijs Research Dagen (ORD), Wageningen, 2012, .

    Journal editor

    • Peetsma, T. T. D. (editor) (2011). Educational Research Review (Journal).
    • Peetsma, T. T. D. (editor) (2011). Learning and Instruction (Journal).
    • Peetsma, T. (editor) (2010-). Learning & Instruction (Journal).
    • Peetsma, T. T. D. (editor) (2010). Educational Research Review (Journal).
    • Peetsma, T. T. D. (editor) (2010). Learning and Instruction (Journal).

    Others

    • Peetsma, T. (participant) (2016). Lid van de beoordelingscommissie MAGW/VENI aanvragen (other).
    • Abrantes Garcêz Palha, S. (participant), Schuitema, J. A. (participant), van Boxtel, C. A. M. (participant) & Peetsma, T. (participant) (28-6-2014 - 30-6-2017). Onderwijs Research Dagen (ORD) 2017, Antwerpen, Belgium. Bevordering van excellentie: effecten van een geïntegreerd verrijkingsprogramma voor wiskunde en geschiedenis (organising a conference, workshop, ...).
    • Peetsma, T. T. D. (other) (2008). Associate Editor van het tijdschift ‘Learning and Instruction’, Tijdschift ‘Learning and Instruction’ (other).
    • Peetsma, T. T. D. (other) (2008). Member Editorial Board van het tijdschift ‘Educational Research Review’, Tijdschift ‘Educational Research Review’ (other).
    This list of publications is extracted from the UvA-Current Research Information System. Questions? Ask the library or the Pure staff of your faculty / institute. Log in to Pure to edit your publications. Log in to Personal Page Publication Selection tool to manage the visibility of your publications on this list.
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